ABSTRACT
This chapter will deal with the problem of organising learning events into a coherent course. We need to consider how we are going to match events to the learning goals we are trying to achieve. And we must give some thought to the medium of instruction we plan to use. It is amazing how often an automatic assumption is made that instructor-led, classroom-based activity will be the preferred method even before any analysis of requirement has taken place. At one airline, for example, we asked what alternative methods of instruction had been considered. Specifically, we were looking at the suitability of computer-based training for pilots, given that the airline only recruited in small numbers and infrequently. The training manager responded with 'the Chief Pilot likes 'chalk and talk' so that how we train'. Building the course can be the most interesting phase of the training design cycle - and it can also be the most tedious. At the end of this chapter you will have:
• Considered the need for a clear course aim. • Identified different methods of sequencing learning events. • Examined the relationship between learning and the events of learning. • Considered different media of instruction and methods of delivery. • Consider the factors affecting the selection of media and methods of
delivery.
